The integration of technology into the curriculum has been studied for decades with very little consensus on a best approach.  Opposing views about the most effective ways of integrating technology have delayed the mainstream adoption in the classroom. A study of business students in mobile enhanced classrooms were compared to business students taught without mobile enhancement and the findings informed educators regarding the student perception of learning and perceived social presence in the classroom.  Student perceived learning and social presence are constructs in the Community of Inquiry (CoI) Model which has been used by many disciplines to develop curriculum.  This study supports CoI as a best practice for technology integration in the classroom.  The remarkable finding of this study indicated overall weaknesses in the student’s perception of learning and in their sense of community in classrooms that were not mobile enhanced.